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ERIC Number: EJ881045
Record Type: Journal
Publication Date: 2010-Feb
Pages: 5
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1467-5986
Culturally Responsive Leadership: Best Practice in Integrating Immigrant Students
Magno, Cathyrn; Schiff, Margo
Intercultural Education, v21 n1 p87-91 Feb 2010
Immigration to the US has fluctuated with economic conditions and with American immigration policies. Historically, most immigrants settled in urban areas, while suburban towns and their schools remained almost completely homogeneous and overwhelmingly White. Today, roughly one in five children in the US comes from an immigrant home, altering the make-up of school classrooms by creating a diverse population of learners from many different cultural and ethnic backgrounds. Importantly, this diversity is no longer limited to urban areas. In a qualitative study of 14 school leaders (principals and assistant principals) in nine school districts in suburban Connecticut, it was found that, while many school leaders recognize the presence of immigrant students, most also favor assimilation over celebration of diversity, with one stating, for example, "the immigrant students are treated like the rest of the students; they are absorbed in the general population." Only one school leader in the study favored institutional adaptation in combination with student adaptation. This principal, Mr Bolls of Navan High School, practices what the authors call "culturally responsive leadership," by using diversity in a positive way to improve school culture and the socio-educational experience of all the students. Mr Bolls' approach is highlighted in this article as an example of best practice. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut